Using Analogies to Teach Thinking, Language & Content to ELLsPrepared by Jeanette Gordon

Similes and Metaphors are commonly taught.Simile Life is like a ten-speed bicycle. Most of us have gears we never use. Charles SchulzMetaphor "This is your brain. This is your brain on drugs. Any questions? (The Partnership for a Drug-Free America)

Definition: Reasoning or explaining from parallel cases. A simile is an expressed analogy; a metaphor is an implied one. Adjective: analogous http://grammar.about.com/od/ab/g/analogy.htm

Copyblogger Metaphor, Simile and Analogy: Whats the Difference? byBrian ClarkMetaphorA metaphor is a figure of speech that uses one thing to mean another and makes a comparison between the two. The key words here are one thing tomeananother.SimileA simile compares two different things in order to create a new meaning. In this case, we are made explicitly aware that a comparison is being made due to the use of like or as

AnalogyAn analogy is comparable to metaphor and simile in that it shows how two different things are similar, but its a bit more complex. Rather than a figure of speech, an analogy is more of a logical argument. The presenter of an analogy will often demonstrate how two things are alike by pointing out shared characteristics, with the goal of showing that if two things are similar in some ways, they are similar in other ways as well.

Source: Copyblogger Metaphor, Simile and Analogy: Whats the Difference? byBrian Clark

Why Use AnalogiesHigher-order thinking promotes engagement and retention. ELLs can understand and communicate complex relationships with limited language.The same concept can be represented in more than one type of relationship which helps refine understanding and promote cognitive flexibility.New unfamiliar learning can be connected and taught using a familiar context

Teach Analogies by TypeAntonymsSynonymsDescriptivePerformer to ActionObject and FunctionObject and LocationPart to WholeItem to CategoryObject and Related Object

Object to GroupCause and EffectEffect and CauseEffort and ResultResult and EffortProblem and SolutionDegree of a CharacteristicThings that Go Together Types of RhymeSource of types: www.fibonicci.com/verbal-reasoning/word-analogies/examples-types/

Antonyms: words that are oppositesTeach concepts independently first. Once the concept is firmly understood. Teach the analogy.Antonyms is a simple type to teach first.

Image from You and Me by Giovanni Manna and Stella Blackstone

Teach the concept of the type (in this case opposites) before creating analogies.Most common error.Avoid teaching the language ___ is to ___ as ___ is to __big is to small as up is to down.

It works at this level of analogy, but as analogies get more difficult using that language makes it much harder to identify the relationship. Teach students to describe the relationship, first.Big is the opposite of small. Up is the opposite of down.down

Free SAT Prep1.comWhatnotto doThe biggest mistake we have encountered with analogies are students who want to insist on approaching them by saying "Wallet is to money as ..." While this may sound official, it is the wrong way to approach the analogies questions.

http://www.freesat1prep.com/sat/verbal/analogies/

The right way to approach the SAT analogiesMake up a short sentence that includes both words in the analogy. Example: Awalletcontainsmoney. (It's supposed to anyway.) Try to keep this sentence short and use an active verb whenever possible. If you still have a problem (say because the sentence you created fits most or even all of the answer choices) go back and make the question more specific.http://www.freesat1prep.com/sat/verbal/analogies/

Synonyms: words that have the same or similar meanings

Rescue means the same as save.Tired means the same as _______.After students understand the concept of analogy, periodically use the test format

rescue: save :: tired: ___

Remember to describe the relationship.

Descriptive: one word describes the other word

slowUse images. Students must understand the vocabulary and the image. If sloth is not known to the students, it wont be helpful. Clarify vocabulary, and use multiple examples.

More DescriptivePoint out to students that the descriptive analogy must describe a permanent characteristic.Sad boy wont work because the boy can also be happy.

tallskyscraperStudents can all be correct with a different answer.race car

Performer and ActionTeacher: teaches :: Cook: cooks Farmer: farms:: Carpenter: builds housesScientist: does research OR conducts experiments::

Firefighter:

Performer to Action Also called FunctionFarming is the function of a farmer.Teaching is the function of a ______________

Object and FunctionThe function of a saw is to saw.The function of a fishing pole is to ________

Object and Locationbird: nest: bee: ______ fir tree: forest: cactus: ______

Part to whole: one word is a part of the otherdogwheel is part of a _____?Illinois is part of __?

Item to Category: one word is an item in the category named by the other

hammer Remember to explain the relationship of the first example. Carrot belongs to the category vegetable. Hammer belongs to the category __________. tools

Violin is a kind of musical instrument. A cook is a kind of ____________. occupationOr belongs in the classification of ____More Item to Category

Object and Related Objectkitten: cat :: puppy: A kitten grows into a cat.A puppy grows into a dog. A kitten matures into a cat.A chrysalis matures into a butterfly.

Object and GroupOne cow and a herd of cows.One seagull and a ________of seagulls.flock

More Object and Groupant: colony of ants:: wolf: _____See animal groups: www.npwrc.usgs.gov/about/faqs/animals/names.htm

Even More Object and Grouptree: forest :: player: ______

Cause Effect Relationshipgoal: celebrate :: push : moveGoal causes people to celebrate. Push causes something to move.

Effect Cause RelationshipHappy earth is the result of conservation. A growing plant is the result of _____________.sunlight and rain.

Effort and ResultA painting is the result of the effort to paint.A letter is the result of the effort to ________write

Result and EffortGood grades are the result of the effort to study.Strong muscles are the result of the effort to ______________.

Problem and SolutionIf a person is tired, the solution is to sleep.If a person is thirsty, the solution is to_____

More Problem and Solutionunemployment: job application :: bad grades:______

Degree of a CharacteristicMost often used with adjectiveshappy: ecstatic :: ______: distraught

More Degree of a Characteristichot: boiling :: ache: ___________

Things That Go Together

salt: pepper:: knife: _______

Some things are usually spoken of together.Other examples: thunder and lightning, nuts and bolts, cup and saucer, shoes and socks

Types of RhymesPerfect Rhyme type:

bed: red:: house:

Choose the correct answer.

For additional rhyme types, go to http://en.wikipedia.org/wiki/Rhymepeoplebedroommouse color

Rick Wormeli Resource Rick Wormelis book provides an excellent orientation to the use of metaphors and analogies. One chapter is devoted to ELLs Note: The example used for the following TWA strategy is adapted from Elma Torres, a winner of a metaphor content by Rick Wormeli. Read other winner submissions and his comments on the site.http://www.stenhouse.com/html/news_167.htm

TWA Strategy Teaching with Analogies (TWA) strategy introduced by Glynn, Duit, & Thiele. This strategy models what expert teachers and authors employ when using analogies. In the TWA strategy, shared attributes between the analogue and target are known asmappings. The goal is to transfer ideas from a familiar concept (the analogue) to an unfamiliar one (the target) by mapping their relationshipSource: Teaching with Analogies: www.csun.edu/science/books/sourcebook/chapters/10-analogies/teaching-analogies.html

6 Operations in the TWA ModelIntroducetarget concept.2. Reviewanalogue concept.3. Identifyrelevant featuresof target and analogue4. Map similarities.Indicate the limitations of the analogy.Draw a conclusion.

See example in following slides.

Example of the TWA StrategyAnalogy: Learning any new skill is similar to learning to ride a bike. (Skill of reading.)1. Introducetarget concept: Learning to read takes a lot of practice.2. Reviewanalogue concept: Riding a bicycle. This should be a familiar concept. Remember ELLs may still need visuals of the analogue concept. What is a recognizable analogue for many students may not be familiar to ELLs.

3. Identifyrelevant featuresof target and analogueModeling, Try with support from others. Try on your own. Practice in more difficult situations.Use the skill throughout life

4. Map similarities Specify how each relevant feature is similar.

ModelingBoth skills need to be modeled.

Someone reads to you. Someone takes you for a ride.

Try with support from others.Children learn both skills with help from others.

Read with support, less support when more skillful.Ride with support, less support when more skillful.

Try on your own.For both skills, learners who are ready practice by themselves. Read on your ownRide the bicycle by yourself

Practice in more difficult situations.To learn both skills, it takes hard work and practice to get better.Practice to read harder books. Practice to ride really well.

Use the skill throughout life.Both reading and riding can benefit our lives in many ways.Read for work and pleasure.Ride for work and pleasure.

Indicate the limitations of the analogy.Some students may have no experience with learning to ride a bike. The skill of reading is more complex, with modeling, support and practice for each new reading skill being taught.Reading is a needed skill, not a skill of choice.Draw a conclusion. The students develop a basic understanding of the process of learning to read with the analogy of learning to ride a bike. Original source for TWA: Glynn, S. M., R. Duit, & R. B. Thiele (1995). Teaching science with analogies: A strategy for constructing knowledge. In S. M. Glynn and R. Duit (Eds.).Learning science in the schools: Research reforming practice(pp. 247-273). Mahwah, NJ: Erlbaum.

Teaching Teachers to Use AnalogiesSite to promote use of analogies in science. Teaching MaterialsResources to teach using analogies in Educational Methods coursesAnalogy aptitude pre/post survey Free videos with examples of analogiesPowerPoint Presentationshttp://www.physics.nau.edu/~james/TeachingTeachersAnalogies.htm

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